A new report says pedagogy must evolve in a post-pandemic world as technology and the demands on learners change, with “walk-and-talk” classrooms and “observation parties” two of the proposals discussed.

A team of scientists from the Open University’s Institute of Educational Technology, UK, collaborated with researchers from the Open University of Catalonia, Spain, to produce the report: Innovative pedagogy 2022.

The report covers 10 ways, including edtech and non-traditional teaching styles, that can help teachers and educators make “big shifts” in educational practice.

As the role of technology and computers in education continues to grow, the report suggests that “walks and activities” can provide an antidote to the screen-centric approach by “providing an alternative way of communicating with others”, helping students with speaking and listening skills, and offering an opportunity for “interaction, reflection and consolidation”.

“Watch parties” are another innovation discussed in the report: they bring together students “from all over the world” in a shared immersive experience prefixed with learning activities such as “group discussion, message-based chats, or links on educational tasks”. “. Researchers have found that “viewing parties” can encourage greater engagement than in-person learning, especially when videos use “conversational language,” live questions, and “cues.”

Edtech can – when implemented alongside pedagogy – enable a shift towards ‘learner autonomy’, where students increasingly consider navigating their learning with the help of teachers to ‘support them in developing effective learning habits and methods that enable them to manage and regulate their learning “.

Hybrid models allow education to diversify its offer, but this approach relies on students having the necessary equipment for their studies. Dual learning, developed by teachers and staff from relevant industries, and micro-informatics can enable education to shift to respond to rapid changes in employment.

Education influencers pose a challenge to education because they operate in an unregulated, Internet-driven and expanding market. However, the report suggests that their ability to engage students with beautiful, digestible learning units offers a template for how teachers can rethink their approach.

Read the full report.


Read more: UEL turns to TikTok-style videos to tackle racial inequality

https://edtechnology.co.uk/he-and-fe/ou-report-edtech-can-unlock-autonomous-hybrid-and-engaging-education/

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